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Re: Dibels reading assess.
Posted by Margaret Turner on 4/04/06

    On 3/04/06, Kathy wrote:
    > I am an administrator looking at better ways to diagnose reading
    > difficulties for our special education children in the elementary
    > grades. We currently use observation survy in the early grades and
    > frankly, it is hit and miss for children thereafter relative to specific
    > skills. This leaves the inclusion class teachers struggling to teach
    > without a clear understanding of what needs to be supported, etc.
    > Anything you can tell me would help inform our team - thanks!
    >
    >
    > On 1/11/06, Kim wrote:
    >> Maureen, We are also considering DIBELS as an assessment tool. I
    >> would be very interested in reading your paper. Please e-mail it to
    >> me.
    >> Thanks,
    >> Kim
    >>
    >> On 12/08/05, Maureen wrote:
    >>> On 7/14/05, Cheryle wrote:
    >>>> On 7/14/05, A wrote:
    >>>>> I am looking at DIBELS as a potential tool to use in my first
    >>>>> grade classroom after attending a fluency PD this summer. The
    >>>>> teacher leading the session, and several of the teachers in the
    >>>>> session really liked this assessment, which is required for the
    >>>>> Kentucky Reading First schools. (My school is not a Reading
    >>>>> First school.) We are required to administer the DRA, and I
    >>>>> think I will try DIBELS this year too. It is available free of
    >>>>> charge from the DIBELS website.
    >>>>>
    >>>>> I am interested in any feedback from folks who have used this
    >>>>> assessment - pro and con. Please don't spare me your real
    >>>>> opinion just because I am thinking of using it. I really want to
    >>>>> know.
    >>>>>
    >>>>> Thanks!
    >>>>
    >>>> This past year was the first that we used DIBELS in our district.
    >>>> It has been mandated by the state. It can be time consuming,
    >>>> especially in the grades K-2. Third grade only has the oral reading
    >>>> fluency test. I used it to help me pinpoint areas where particular
    >>>> children needed help. However, my co=workers and I found faults
    >>>> with it as well. I would recommend going to the University of
    >>>> Oregon website (Official DIBELS Homepage.
    >>>> http://dibels.uoregon.edu/) and read the technical papers listed
    >>>> there, especially Technical Report #10 by Good and Kaminsky.
    >>>>
    >>>> My curiosity was aroused when we found that students followed a
    >>>> pattern of pass-fail-pass-fail and so on. TR #10 explains how the
    >>>> creators of DIBELS leveled the passages. It makes no sense to me.
    >>>>
    >>>> For one of my Master's classes I wrote a paper on my findings in my
    >>>> classroom. I would be glad to email it to you if you are interested
    >>>> in reading it.
    >>>
    >>> I am studying for the National Boards. I would love to read the
    >> paper
    >>> you wrote on it. Thanks,
    >>> Maureen

    Hi, I am Margaret Turner. I'm a reading coach in Florida. We've been
    using the DIBELS Assessment for about 5 years now. We find it to be
    invaluable in predicting success and failure in reading. What we had to
    learn was that the dibels is assessing the reading process itself. The
    reading process develops the way the dibels assesses; phonemic and
    phonological awareness,the alphabetic principle, phonics, and finally oral
    reading fluency. If we can help the children develop the skills in each
    one of those categories, the goal of reading fluency will happen. From
    there, our real goal, comprehension will occur. It's a process. The
    children can't skip any or the processes and be successful readers. The
    DIBELS allows us to see where they are in the process and address that
    area of weakness. Usually, it works very well.
    Sometimes we have students that can't seem to get it no matter what you do.
    I'm looking for an assessment for those students.

     
     

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